• 교육시설 논문지
• /
• 제21권2호
• /
• pp.3-12
• /
• 2014

Elementary School is a special facility where sense of place plays critical role for the development of children. Children in special education call for special attention as they hold inferior status compared to the children in regular class especially under the inclusive education policy. Eight cases of special education class area are analyzed in terms of social space, personal space and favorite place which is known to be basic factor for the development. As a result outdoor space found to be designed inappropriate even when designed accessible to the special education class as it could not meet the developmental needs of children in special education. Special education class area inside the building is also found to be too exclusive to allow social mix with children in regular class disregarding the intention of inclusive education. Location of these class should be strategic as it is critical to be linked with regular classroom efficiently still allowing psychological buffer as the children in special education tend to form restorative space inside the special education classroom showing the possibility of creating sense of place there.

• 교육시설
• /
• 제3권2호
• /
• pp.15-24
• /
• 1996

The purpose of this study is to establish fundamental data of architectural planning concerning location of the special class to tackle the problems of special class facilities, the contacting activities of special children with ordinary children and finally proper environment for the main-streaming education which special education persues. The contacting activities of the special class children usually take place in both their original class and special class. The less the degree of handicap is, the less contact with ordinary children happens. In the case of the serious degree of handicap, it can be said that they are often helped by ordinary children so that there are more oppotunities to make friends each other. Therefore, the disposition of special classes in a school should consider the degree of handicap. The characteristics of special class facilities and management system play significant role on contacting activities. In particular, the location of a special class in terms of grouping and floor, the character of the next space and the location of the building in the overall context should be taken into account in deciding the location of special classes in a school. In addition, the characteristics of junior and senior children should be considered.

• 수산해양교육연구
• /
• 제22권4호
• /
• pp.611-620
• /
• 2010

The purpose of this study was to analysis of the image of elementary school teachers on special class. The Q-methodology was used as a research method which is useful for analyzing subjectivity like as human value, attitude, belief and image. P-sample as subjects of this study was collected from 40 elementary school teacher in Busan. A data was analyzed using QUANL PC program. As a result of research, the image of elementary school teachers on special class was classified as 4 type. The 1 type was labeled the practical proponent type. The 1 type teachers highly estimate the educational importance of the special class and thought it as a place that educational possibility of children with disabilities can come true. The 2 type was labeled the passive bystander type. They are quite indifferent to the special class, and are skeptical about the educational achievement of children with disabilities. The 3 type was labeled the ideational positive type. They admit the importance of the special class, but thought that the image about the special class highly depends on the ability of the teachers who take responsibility for it. The 4 type was labeled the realistic opponent. They criticize the special class for not being the place that inclusion education for children with disabilities comes true and they are dissatisfied with the fact that ordered-curriculum for children with disabilities isn't applied at all.

• 수산해양교육연구
• /
• 제21권1호
• /
• pp.151-160
• /
• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• 교육시설
• /
• 제12권4호
• /
• pp.17-29
• /
• 2005

The purpose of this study is to establish fundamental standards of architectural planning concerning special class facilities in order to offer the basic information on the appropriate spatial organization of the special classroom by looking at the relationship between learning activities and living activities and the existing spatial organization. At present, there are no proper architectural standards which correspond to special class children's handicap and it's various characteristics. The special classes are just using ordinary classrooms without a considerations of the children with manifold handicap. In this sense, this study deals with appropriate special class facilities corresponding to the various characteristics of children's handicap, the contacting activities of special children with ordinary children and finally proper environment for the mainstreaming education which special education pursues.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
• /
• 제15권2호
• /
• pp.51-58
• /
• 2009

These days the trend of special education is changing from special school-based education to special class room based education, and from separated education to integrated education. In accordance with this change, special classes should be planned for multi purposes so that the class room can be used for the place of teaching and learning, guidance, job education. This research surveyed the special teachers working for 937 schools which have special classes(elementary 631, middle 217 high school 89). The result of this survey shows the different responses according to the level of the schools. For education activities, elementary and middle schools put emphasis on curriculum rather than guidance. High education, elementary school should have the places for teaching and learning, student management, play ground. Middle schools give priority to the places for individual learning, computer and practical training. High schools value the places for job education and practical training above for learning.

• Structural Monitoring and Maintenance
• /
• 제9권1호
• /
• pp.43-57
• /
• 2022

One of the instances which demand structural engineer's greatest attention and upgradation is the changing live load requirement in bridge design code. The challenge increases in developing countries as the pace of infrastructural growth is being catered by the respective country codes with bigger and heavier vehicles to be considered in the design. This paper presents the case study of India where Indian Roads Congress (IRC) codes in its revised version from 2014 to 2017 introduced massive Special vehicle (SV) around 40 m long and weighing 3850 kN to be considered in the design of road bridges. The code does not specify the minimum distance between successive special vehicles unlike other loading classes and hence the consequences of it form the motivation for this study. The effect of SV in comparison with Class 70R, Class AA, Class A, and Class B loading is studied based on the maximum bending moment with moving load applied in Autodesk Robot Structural Analysis. The spans considered in the analysis varied from 10 m to 1991 m corresponding to the span of Akashi Kaikyo Bridge (longest bridge span in the world). A total of 182 analyses for 7 types of vehicles (class B, class A, class 70R tracked, class 70R wheeled, class AA tracked, AA wheeled, and Special vehicle) on 26 different span lengths is carried out. The span corresponding to other vehicles which would equal the bending moment of a single SV is presented along with a comparison relative to Standard Uniformly Distributed Load. Further, the results are presented by introducing a new parameter named Intensity Factor which is proven to relate the effect of axle spacing of vehicle on the normalized bending moment developed.

• 교육시설
• /
• 제13권1호
• /
• pp.36-46
• /
• 2006

The purpose of this study is to establish fundamental standards of architectural planning concerning special class facilities in order to offer the basic information on the appropriate location of the special classroom by looking at the relationship between contacting activities and the existing location. In this sense, this study deals with appropriate special class facilities corresponding to the various characteristics of children's handicap, the contacting activities of special children with ordinary children and finally proper environment for the mainstreaming education which special education pursues.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제17권2호
• /
• pp.114-123
• /
• 2006

Objectives : The special class has been made, bringing rapid increase quantitatively. The authors carried out the child psychiatric interview and evaluation for 9 special-classed children in Asan city to find out clinical diagnosis and emotional/behavioral characteristics. Methods : The child psychiatrists evaluated special class children by DSM-IV and K-SADS-PL. Tools for the evaluation were Child Behavior Checklist- Korean version, Korean Personality Inventory for Children, Children's Depression Inventory, Abbreviated Conners Parent-Teacher Rating Scale-Revised, State-Trait Anxiety Inventory for Children, Vineland Social Maturity Scale, Wechsler Intelligence Scale for Children-III, and Childhood Autism Rating Scale. Results : Ultimately 53 children, consisting of 35 boys(67.9%) and 18 girls(32.1%), participated, and the average age was $10.5{\pm}1.3$ years old. Their measure of Vineland Social Maturity Scale was $78.7{\pm}20.0$, Childhood Autism Rating Scales was $25.4{\pm}9.0$, Child Depression Inventory was $22.2{\pm}5.2$, State-Trait Anxiety Inventory for Children was $35.2{\pm}8.2/36.5{\pm}6.2$, and Abbreviated Conners Parent-Teacher Rating Scale was $11.0{\pm}4.6$. In the clinical diagnosis evaluation, the prevalence rate of learning disorder was decreased compared to early research, ADHD had been newly appeared and depression disorder and anxiety disorder had been increased. Conclusion : This result suggests that a lot of children in a special class have complex emotional and behavioral problems in addition to educational problems.

• 대한장애인치과학회지
• /
• 제10권1호
• /
• pp.1-8
• /
• 2014

Patients with disabilities are a significant segment of Korea population. However, they encounter more challenges when seeking dental care. So, dentists and students who are future dental providers should have a responsibility to provide oral care services for them. In this study, we hypothesize that the education of special care dentistry may influence positive attitudes of the disabled. The attitudes are influenced by demographic variables such as gender, religion, experience of volunteer activities and marital status. Therefore, the objective of this study was to explore the change of attitudes of students towards people with disabilities between before and after class of special care dentistry. 72 students enrolled at the Kyung Hee University were surveyed. All participants attended class of Special Care dentistry in the third grade. The survey was conducted two times, just before class and after class. The attitudes of students were assessed using the well-documented ATDP (Attitude Toward Disabled Person)-O(Original) scale and MAS (Multidimensional Attitudes Scales Toward Persons with Disabilities) scale through the methodology of questionnaires. The results indicated that gender, experience of volunteer activities and marital status did not affect their ATDP and MAS score. In religious affiliation, only, there were statistically significant difference in student attitudes between before and after class of Special care dentistry. It means that habitual religious activity may offer stronger effects on student's attitude than short-term education. Therefore, long-term and specific educational experiences are needed to promote positive attitudes for people with disability.